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Unpacking the Concept of Design Thinking Through a Competency-based Curriculum
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, Ontario College of Art and Design University, Canada ; , University of Western Ontario, Canada ; , Ontario College of Art and Design University, Canada

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Although increasing attention has been paid to design thinking in the context of new media and the globalizing knowledge economy, there is still little understanding of how design thinking could find its way into school curricular including both K-12 and higher education. The primary aim of this paper is to report an in-depth analysis of OCADU Industrial Design program’s competency based curriculum, which, in turn, will unpack the notion of design thinking. The research question is to understand how OCADU faculty members designed and implemented a competency-based curriculum that fosters students’ ability in design thinking. The results show three initial principles for defining design thinking: Design thinking as situated within design ‘doing’ and ‘feeling’, Design thinking embedded within different ‘design modeling’ languages’; and building creative confidence by increasingly being able to connect experiences.

Citation

Rutgers, J., Kim, M.S. & Epp, P. (2015). Unpacking the Concept of Design Thinking Through a Competency-based Curriculum. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 310-321). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 13, 2019 from .

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